Showing papers on "Curriculum published in 1968"

Schools Without Failure

Abstract: The author of the bestselling Reality Therapy offers daring recommendations to "shake up educators" (Alexander Bassin)

Political Socialization and the High School Civics Curriculum in the United States

Abstract: Attempts to map the political development of individuals inevitably become involved with the relative contribution of different socialization agencies throughout the life cycle. Research has focused to a large extent on the family and to a much lesser degree on other agents such as the educational system. At the secondary school level very little has been done to examine systematically the selected aspects of the total school environment. To gain some insight into the role of the formal school environment, this paper will explore the relationship between the civics curriculum and political attitudes and behavior in American high schools. A number of studies, recently fortified by data from Gabriel Almond and Sidney's Verba's five-nation study, stress the crucial role played by formal education in the political socialization process. [None of the other variables] compares with the educational variable in the extent to which it seems to determine political attitudes. The uneducated man or the man with limited education is a different political actor from the man who has achieved a high level of education.1 Such conclusions would not have greatly surprised the founders of the American republic, for they stressed the importance of education to the success of democratic and republican government. Starting from its early days the educational system incorporated civic training. Textbooks exposing threats to the new republic were being used in American schools by the 1790's. By 1915, the term “civics” became associated with high school courses which emphasized the study of political institutions and citizenship training.2

The Humanities Curriculum Project

Abstract: (1968) The Humanities Curriculum Project Journal of Curriculum Studies: Vol 1, No 1, pp 26-33

Educational Research in Mental Retardation

Abstract: Publisher Summary This chapter discusses the educational research in mental retardation reported between 1960 and 1967. Whereas most learning research is carried out in a controlled laboratory setting, most educational research is carried out in a relatively uncontrolled natural school environment. Educational research also includes areas other than applied learning research. This chapter discusses about Kirk's investigation and the implementation of Project head start in 1965. One of the early replications of Kirk's study was conducted by Fouracre, Connor, and Goldberg. The major goal of the investigation was to develop and evaluate a curriculum specifically designed for preschool educable mentally retarded children. The objectives of the curriculum included intellectual development, imagination and creative expression, social development, motor development, emotional development, manipulative development, and self-help. Although the study was successful, in producing a curriculum guide for preschool retarded children, the evaluation aspect of the study appears to have been far from successful. Originally designed to include experimental and at-home contrast groups, problems of case finding forced the investigators to eliminate the contrast groups and substitute seven year old educable mental retardates (EMR) special class comparison groups.

Individualized Instruction in a Large Introductory Psychology College Course

Abstract: This report describes an experiment which applies general principles of operant reinforcement to creating and maintaining new verbal behavior in the classroom. An application of these principles in a class of 79 students of the author’s introductory psychology course at Georgetown University has led to an instructional program in which the student completes the course of study at his own pace. The course is reactive to those study behaviors leading to fluent understanding of the subject matter and which guarantees mastery of one part of the syllabus before the student goes on to the next.

The New Dynamic

Abstract: THREE years ago this spring the first activities took place that led to the formation of the Student Health Organizations. At the University of Southern California, a group of students dissatisfied with the scope and direction of their curriculum initiated a lecture series and a student action program designed to expose medical students to the biosocial problems of our society. Their early efforts corresponded with similar stirrings of other health science campuses across the country, and in the summer of 1965, a number of medical and nursing students served as community organizers using health issues as their primary focus in the back country of Mississippi and in the Central Valley of southern California. These students were not as yet part of a formal national student movement. But they were in their own ways responding to issues and movements which were not being dealt with in their formal schooling. This crucial

The Effect of Compulsory Education and Child Labor Laws on High School Attendance in New York City, 1898-1917

Abstract: The twentieth century has witnessed a major transformation of secondary schools from exclusive institutions serving the elite to inclusive institutions serving the general population. This transformation has been marked by radical changes in entrance and graduation requirements, increasing quantity and different quality of students, expansion and dilution of curriculum and a radically new role for the high school and the high school teacher. The rise of technological and urban society within the context of American middle-class ideology has been a fundamental cause of this transformation.

An Experimental Comparison of Alternative Strategies for Teaching Concepts

Abstract: The experiment which is reported here2 was based on an extensive study of classroom verbal behavior conducted at the University of Illinois (Smith, et al., 1964, 1967; Nuthall, 1966b). Part of the Illinois study was concerned with identifying and isolating the teaching strategies which were evident in the subject-matter content of teacher-pupil interaction. The purpose of this experiment was to explore the relationships which might occur between variations in such "teaching strategies" and student learning. In the University of Illinois study, Smith and his associates used as raw data extensive tape-recordings of high-school lessons. Five consecutive lessons were recorded in each of 17 different classes representing different curriculum areas and different types of high schools.

Curriculum Research in Mathematics

Abstract: (1968). Curriculum Research in Mathematics. The Journal of Experimental Education: Vol. 37, Research and Development Toward the Improvement of Education, pp. 44-48.

Instruction in the use of academic libraries

Abstract: British university librarians, until well into the twentieth century, were more concerned with improving their collections and buildings than giving students instruction in the use of the library Before the First World War some librarians, influenced by the seminar libraries in German universities, set up departmental collections where students could be taught how to use books and libraries by the academic staff In the 1920's American programmes of instruction were reported in Britain, and the first articles urging bibliographical instruction for British students began to appear The realization of the need for instruction became more widespread, culminating in recommendations made by the Royal Society Scientific Information Conference in 1948 The University and Research Section of the Library Association then set up a Working Party, which defined the objectives of systematic instruction and outlined a three-stage programme In America, some librarians have been advocating instruction since 1876 Examples of programmes of instruction given in different types of American academic libraries are given, and the three main methods of instruction are described American librarians differ over who should be responsible for such instruction, library or teaching staff Most agree that faculty co-operation is essential Some feel that the library should be used as a teaching instrument, and instruction and library assignments included as an integral part of the normal courses in the curriculum The experiment at Monteith College, where this was put into practice, is described An account is given of the use of television to give instruction in four American university libraries, and of the experiment with teaching machines at Southern Illinois University The developments in Britain in theory and practice since the University and Research Section's proposals in 1949 are described An account is given of the present methods of introducing first-year students to the library, and some programmes for more advanced instruction for undergraduates are described Post-graduate bibliographical instruction for scientists has been encouraged by seminars at the National Lending Library for research students, university librarians and academic staff The programmes in some technical college libraries are described Finally possible future developments are discussed and the three main problems hampering the spread of more ambitious programmes of instruction

Policy for the Public Schools: Compensation and Integration

Abstract: This article is concerned with the implications of research for national policy. As a consequence, the discussion centers upon only a few of the many changes which are generally advocated for urban education. The focus is upon those few basic aspects of urban public education which probably could be reached and fundamentally changed by the relatively limited instruments of national policy. Although they have enormous potential for creativity, these instruments—the law, money, and administrative requirements—also have limitations. The limitations are a good deal more acute in matters of educational opportunity than in, say, voting rights. It is in large part for these intrinsic reasons, and owing to certain historic limitations (we do not have a national school system, and thus cannot have a national policy on curriculum) that policy implications assessed here may seem to some rather narrowly circumscribed. It is not my view that unique programs and personalities, engaged creatively in education under what...